Information Literacy: Philosophy, Principles, and Practice

Abstract

This article provides a philosophical framework for the development of integrated information literacy programs. First, it explores "thing" and "effects" meanings of "information" and argues that a view of information as a process of constructing meaning should underpin information literacy instruction. Second, it reports on current qualitative and quantitative research that examines the impact of integrated information literacy programs. This research suggests that information literacy instruction has a significant positive impact on mastery of content and attitudes to learning and identifies a range of variables for examination in future research. Third, it presents general principles that might underpin instructional design for information literacy.

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